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A Prelim Paper
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QUANTITATIVE RESEARCH
By
Melodillar, Jasmine
Ocsan, Valery
E11F
THE PROBLEM AND ITS BACKGROUND
Introduction
Critical thinking is the ability to analyze the way you think and present evidence for your
ideas, rather than simply accepting your personal reasoning as sufficient proof (Rayhanul, 2015).
Critical thinking is, in short, the ability to evaluate, analyze and assess information. It is a learned
skill that requires instruction and practice (Snyder, 2008, p. 90). Learning critical thinking skills
requires time and effort for development that can be taught and refined with the right methodology
and proper guidance by teachers to their students. Although, students themselves do have a natural
Critical thinking is not a new concept in other countries. In fact, they provide theories and
studies to comprehend the whole concept of critical thinking. In Ancient Greece over 2500 years
ago, Socrates began teaching what is today known as critical thinking; he has been heralded as the
first teacher of critical thinking (Irfaner, 2006; Rozgay-Miller, 2009). Critical thinking, as well as
problem solving, has been directly addressed through many instructional methods and educational
trends today. Yet many teachers continually struggle to engage students in critical thinking
activities (Tempelaar, 2006), and students seldom use critical thinking skills to solve complex,
real-world problems (Barlett, 2002; Rippin, Booth, Bowie, & Jordan, 2002).
School learning, from primary to tertiary level, has undergone major methodological
changes, often characterized as the adoption of new learning (Tempelaar, 2006). The core aim of
school education is to foster all round development of a child which essentially means intellectual,
physical, moral, sensible and social development. Instructors and teachers model the thinking
process and guide students’ critical thinking process by using effective questioning techniques and
psychosocial factors affecting students’ academic performance and outcomes, such as academic
self-esteem, efficacy, and confidence (Chemers, Hu, & Garcia, 2001; Friedlander, Reid, Shupak,
&Cribbie, 2007; Zajacova, Lynch, &Espenshade, 2005); time utilization (Lahmers & Zulauf,
2000; Nonis & Hudson, 2006); strategic organization and study (VanZile-Tamsen, 2001); stress
and emotional factors (Davidson & Beck, 2006; Pritchard & Wilson, 2003); student involvement
in campus life (Anaya, 1996; Cooper, Healy, & Simpson, 1994); motivation and task relevance
(Bong, 2004; VanZile-Tamsen, 2001), and communication in the classroom (Cavanus, 2005;
Cunconan, 1996).
Students from other countries are involved in different school curricular activities,
spending their time not only inside the four corners of their respective rooms, but rather engaged
themselves to collaborative activities, honing their critical thinking skills. More than half of
American teenagers attending school, participate in some sort of organized activities (Gardner,
Roth & Brooks-Gunn at el., Mahoney, Harris, & Eccles, 2006). Researchers at the National Survey
of Student Engagement (NSSE) estimated that 50% of college students are involved in some type
of co-curricular experience by the end of their senior year (National Postsecondary Education
Cooperative, 2006). Some examples of curricular activities might include Student Council, School
newspapers or Journalism, spelling bees, Writing competitions, Debaters' club and Researchers'
Club. How do these activities help improve the students’ critical thinking skills?
Fredericks and Eccles (2006) found that activity participation can be linked to positive
academic outcomes, including improved grades, test scores, more school engagement, and
increased educational aspirations. Also, participation in organized activities during high school is
positively associated with educational, civic, and to some extent, occupational success to in young
adulthood (Gardner, Roth and Brooks-Gunn, 2008). Morissey (2005) found that there is an
established link between adolescents’ curricular activities and educational attainment as adults in
occupational choice and income. These findings show that there are developmental benefits
associated with curricular participation. The traditional idea that a single IQ test result is the only
way to identify intelligence is challenged by the multiple intelligences theory. Howard Gardner, a
Harvard professor originally proposed the multiple intelligences theory which states that there are
multiple types of human intelligence that each represent a different way of processing
information. Gardner determined that people have all eight intelligences at varying levels of
aptitude and all of person's learning experiences do not necessarily have to relate to the person's
strongest area of intelligence. More research on the multiple intelligence theory is necessary to
determine exactly how to assess, measure, and then support all eight intelligences in schools. While
more research is needed, the theory has still provided educators with an opportunity to explore
new approaches to learning. It is also important to remember that while people will always have
one intelligence that is strongest, they should not necessarily be labeled as a specific kind of learner
with a fixed type of intelligence. Even with more research needed, there are approaches teachers
can take to support the multiple intelligences of students. For example, they can provide students
with several ways to access material to improve learning. Teachers can also provide students with
In this study, it is assumed that the selected curricular activities are the primary factors
affecting the senior high school students’ critical thinking skills. Curricular activities provide
students with opening doors of new discoveries and explorations that can’t be seen solely in the
four corners of a room. The selected curricular activities provide Students with a variety of skills,
honing their critical thinking skills. Cognitive development is assumed by the Researchers, as an
outcome to be acquired in engaging oneself in curricular activities. This study holds a certain
assumption about the relationship of curricular activities and critical thinking, puts an emphasis on
Caring about good education, José Rizal University also promotes good leadership to its
organizations help students become more responsible, reflecting the core value of a true
blooded Rizalian.
As perceived by the Researchers, critical thinking is an ability which can help students come up
with decisions, identify the fallacies of others in a specific situation, and somehow improve their
way of perceiving things in a more justifiable manner. Curricular Activities allow students to
engage themselves in different ways of learning, they are given the opportunity to decide
independently, they may encounter problems along the way that provokes their ability to think
critically. The Researchers assumed that engaging oneself in curricular activities improves the way
of thinking critically, A student surrounded with a variety of curricular activities, helps his/her
This study is conducted to determine the perceived impact of selected curricular activities
on students’ critical thinking skills and how the Researchers can provide sufficient proof that will
connect the two variables. This study seeks to answer the following research questions:
1. What are the selected curricular activities and why are they perceived to have an impact on
2. What are the influencing factors connecting curricular activities and critical thinking skills?
3. What are the impacts of the selected curricular activities as perceived by Senior High
Conceptual Framework
The study will be limited to the Senior high school students, without regard to their chosen
strands or track. The researcher will use surveys in data gathering that will be conducted inside
the campus (Jose Rizal University). This will determine the perceived impact of Selected
Cognitive Development
Having curricular activities may contribute factors on students’ critical thinking skills such as
having Cognitive development, it may somehow affect or influence how students handle situations
Critical thinking can help students, acquire knowledge and improve their way of expressing
ideas. In learning how to analyze the logical structure of texts, Students tend to come up with ideas
and form concepts. Thinking with concepts help students, to express their thoughts and ideas
clearly.
The Selected curricular activities are extended academic learnings, students who are
involved in these, can acquire new knowledge and give updated information to themselves.
Students may be engaged in arguments, testing their skills. Being engaged in an argument,
Students need crucial evidences that may affect, how one would analyze, evaluate and judge the
Students of Jose Rizal University. The information presented in this study will enable
senior high school students to act accordingly in any given situation. Through this research study,
Students will be able to see the effects and benefits of having curricular activities inside the campus
of Jose Rizal University. This study will serve as their guide in knowing the concept of critical
thinking and encourage themselves to join certain activities that will benefit them. This will help
them evaluate evidences and make decisions on how they will cope with the current and future
situation.
Staffs, Heads, and Administrators of Jose Rizal University. This study will assist and
provide an information to the School's Staffs, Heads and Administrators in deciding the possible
curricular activities to hold for the curriculum in Jose Rizal University, that will benefit students
and guide them in dealing with situations that requires critical thinking skills. This study will help
the Staffs, Heads and Administrators to accomplish the main objective of the campus which is to
Jose Rizal University. This study will help the school to identify different curricular
activities that will assist Students in building their knowledge and skills. This study will also help
the school in terms of gaining good feedbacks from students to attain its primary objective which
Department of Education. This study will provide the Department of Education with the
knowledge of handling and implementing the possible curricular activities within the K-12
curriculum.
Education. This research will give knowledge about the benefits of critical thinking and
curricular activities to Senior High School Students. Raise awareness of the possible impact of
engaging students with curricular activities and building their critical thinking skills.
Future Studies and Researchers. The objective of this study is to inform people, the data
collected in this research will serve as a reference in doing a related study for future Researchers.
Scope and Delimitations
The focus of this research is all about “the impact of the selected curricular activities on
students’ critical thinking skills.” Since participating in different curricular activities is inevitable,
especially for those students in Jose Rizal University. The researchers will conduct a data
collection through survey or questionnaire to students in selected curricular activities on how they
School gives out a lot of opportunities to execute our skills and showcase our talents. It is
a place where we practice our crafts and for further explorations. The methodological process of
data collection used is survey. Researchers will provide questionnaires to examine the senior high
school students and to acquire their opinions that will be used to prove and support the assumptions
of the Researchers. The study conducted is limited only to the perceived impacts of the students in
selected curricular activities in Senior High School Department of Jose Rizal University.
Assumption. In this study, assumption is defined as a belief that critical thinking and
language learning, and other aspects of the developed adult brain and cognitive psychology.
Crucial. This term is used in this study to say that an evidence is extremely important
students the ability to acquire knowledge outside the four corners of a room and be able to explore
Fallacies. This term is used in this study to identify the misconceptions or a mistaken belief
of others.
regarded as good.
Honing. In this study honing or hone is defined as the refining of critical thinking skills
Justifiable. This term is used in this study to describe reasonable and understandable ways
or understand.
Psychosocial. Relating to the interrelation of social factors and individual thought and
behavior.
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